Link to Presentation Use descriptive praise (rather than general praise or constant questions). It can be related to: 1. Effort e.g. you are trying really hard to finish the puzzle 2. Learning e.g. "Well done, you knew that was a square! You are learning your shapes!" 3. Self-regulation and/or social skills, e.g. "You are being a really kind friend by taking turns!" You could use this to build children's language and understanding (e.g. on emotions they're experiencing), to focus on PB4L or other goals. Planning and Introducing Ignite ideas by: showing pictures/examples, starting an open-ended discussion with the children, watching a related youtube or other clip on a focus area (e.g. construction). Setting Up For Success Ask what are you learning during LTP? What does LTP look like and sound like? What does pack up look like and sound like? Share what was done last time and if / how you would like to build on it? This also might encourage others for...
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Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...
We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning. The New Space: As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone. What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included: * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...